riding the rails & traveling the trails A History of Travel in New Mexico A Curriculum about Railroads in New Mexico and the Santa Fe Trail

Curriculum Teacher Guide Prepared by Beth Maloney – www.bethmaloney.com – August 2009 Lesson Plans Editors: Amanda Lujan, Van of Enchantment coordinator/educator, Museum Resources Division Erica Garcia, chief educator, New Mexico History Museum Frances Levine, Ph.D., director, New Mexico History Museum

A History of Travel in New Mexico is a collaboration of the Department of Cultural Affairs, New Mexico History Museum, Museum Resources Division, and the New Mexico Department of Transportation. Acknowledgments Funding provided by the New Mexico Department of Transportation, Department of Cultural Affairs and Museum of New Mexico Foundation.

This curriculum was developed and written by Beth Maloney. For more information about Beth or to be in contact, please see www.bethmaloney.com

Some of the lessons in this curriculum use themes and materials found in two educational sources:

Santa Fe Trail Adventures; An Activity Book for Kids and Teachers by Dave Webb (Dodge City: Kansas Heritage Center, 1989, revised 2000)

Soot and Cinders: An Educator’s Guide to the Cumbres & Toltec Scenic Railroad National Historic Site. Prepared by the Friends of the Cumbres & Toltec Scenic Railroad, March 2007

Original texts for the background information sections were written by content experts Fred Friedman and Harry C. Meyers and referenced and edited by Beth Maloney, museum education consultant.

Editors:

Amanda Lujan, Van of Enchantment coordinator/educator, Center for Museum Resources Erica Garcia, chief educator, New Mexico History Museum Frances Levine, Ph.D., director, New Mexico History Museum

For more information about the Van of Enchantment, please contact coordinator/educator Amanda Lujan at [email protected].

2 Table of Contents Overview...... 2 Background Information...... 3 Myths and Misconceptions About the Santa Fe Trail...... 9 Frequently Asked Questions About the Railroad...... 10 Lesson Plans for 4th Grade...... 12 Mapping the Railroad...... 12 I’ve Been Working on the Railroad...... 14 Making a Model...... 16 Lesson Plans for 7th Grade...... 18 Mapping the Trail...... 18 Primary Source Perspectives...... 20 Taking It with You...... 26 Lesson Plans for 12th Grade...... 28 Pictures Tell 1,000 Words...... 28 Mass Transit v. Private Travel...... 32 Creating a Destination ...... 34 Vocabulary List ...... 36 Bibliography of Print and Online Resources ...... 38 Curriculum Evaluation ...... 43

1 Overview Riding the Rails The exhibition explores the history of transportation in New Mexico through an examination of the Santa Fe Trail and the railroads. The Santa Fe Trail was an international trade route between Mexico and the United Stated from 1821 to 1848 and later a major route for the westward expansion of the United States. It made way for the arrival of the railroad in 1880. The railroad spurred the growth of New Mexico industry and encouraged the development of towns. The rail opened the Southwest to artists, travelers and speculators and became a final destination for many. New Mexico continues to utilize its rails with the completion of the New Mexico Rail Runner Express.

2 Goals of Our Project These lessons are designed to support a visit to the exhibition on the Van of Enchantment. They use primary and secondary sources— writing, images and maps—as bases for activities and exploration.

How to Use These Lessons Ideally these lessons should be used in conjunction with a visit to the exhibition on the Van of Enchantment. If used before a visit to the Van exhibition, be sure to let the Van staff know.W e may be able to tailor your experience to enhance what your students have been working on in the classroom.

If you cannot take your students to the Van exhibition, these lessons can be used by themselves, either in relation to other topics or as part of a larger unit on the Santa Fe Trail or Railroad. Few additional materials are required and all are either inexpensive or already available in the classroom or on-line. Our goal is to make these lessons as flexible and easy to use as possible.

There are many quality educational materials that can be used to explore the history the Santa Fe Trail and the Santa Fe railroad. We have listed web sites and sources in the bibliography of this exhibition curriculum. Be sure, too, to visit www.vanofenchantment.org for additional information, materials and activities.

3 Background Information About the Santa Fe Trail and the Railroad

Overview of the War ended, the Atchison, Topeka and Santa Fe Railway expanded westward. When the tracks Santa Fe Trail reached Santa Fe in 1880, railroad service When New Mexico was a Spanish province, replaced wagon freighting and heavy use of the strict laws and geographic isolation kept trade Santa Fe Trail was at an end. tightly controlled and limited. Goods that made it up to Santa Fe were few and far between Though the trail was used mainly for and also very expensive. When Mexico won its trade, others used it as well—explorers and freedom from Spain in 1821, New Mexicans adventurers, the military, families accompanying began to trade with whomever they pleased. traders and, more rarely, people moving west After William Becknell of Franklin, Missouri, for gold or land. Along with goods and money, initiated a trade relationship with New Mexican ideas and customs also were exchanged along communities in 1821, the Santa Fe Trail was in the Santa Fe Trail. New Mexicans were exposed regular use. Until 1848, the Santa Fe Trail was to “Yankees” and their way of doing business. an important international trade route between Travelers from Missouri were exposed to the United States and Mexico. different peoples and cultures.T raders married

With the signing of the Treaty of Guadalupe Hildago at the end of the Mexican-American War, New Mexico became a territory of the United States. The Santa Fe Trail continued to be a major trade route. When the Civil

4 New Mexico daughters and in many cases those Who traveled the trail? traders stayed in New Mexico or took their wives back to Missouri. The Santa Fe Trail was a route Hearing opportunity knocking, some New of commerce but quickly became also a route of Mexicans became traders themselves and, cultural exchange. according to accounts came to dominate trade on the Santa Fe Trail. For other traders, Santa Fe was only a stopping point in New Mexico hat was traded W ? before heading south into Old Mexico with their The major item of trade brought to the goods. Southwest was cloth: calico, chambray, dimity, flannels, ginghams, linens, muslins, percales, The Santa Fe Trail was mainly for traders and silks, and more. Other goods included needles, not for emigrants or cattle. At times, however, thread, buttons, shawls, handkerchiefs, knives, women and children traveled with traders’ files, axes, tools, and, in 1824, a shipment of wagons, and the military used the trail as a travel “green spectacles.” The wagons that carried and supply route. During the Mexican-American goods and the oxen or mules that pulled the War, for example, the Santa Fe Trail became wagons also were sold. route to invade and move supplies. Military posts were established in New Mexico and Trade on the Santa Fe Trail went both from east soldiers were stationed there. to west and west to east. Sent back to Missouri were silver coins, processed gold, wool, mules During this period, the trail’s mountain route and other items that helped Missouri to thrive over became popular, and once when financial depression struck the rest of the New Mexico became part of the United States, country from 1821 to 1848. The Spanish and the army employed civilian contractors to haul Mexican 8 Reales coin was legal tender in the freight. Among the freighting firms was Russell, United States until 1857 because of its reliable Majors and Waddell, a partnership that later silver content. operated the Pony Express between Missouri and California.

5 What was life like on the trail? used on the trail were canopy or Conestoga wagons and farm wagons, and some could hold Because the 900-mile trail cut through diverse between 2,000 and 7,000 pounds. The military’s environmental zones, from prairie to high desert heavy-duty freight wagons could carry only to mountain the month long journey down 2,500 pounds. the trail was difficult and needed to be well planned. Stretches of the trail with no water With the trail cutting through their homelands, had to be traveled at night when it was cooler. American Indians saw its impact on the land: The mountain route had steep grades and rocks game was killed, buffalo began to disappear, and trees in the path and had to be traveled in grasslands were trampled. Though their daylight. Day or night, weather could be harsh, resistance at times escalated, more people with blizzards, river flooding, prairie fires and probably died from sickness, accidents, and droughts. old age than from Indian attacks on caravans. Individuals who strayed away from the main Though it could have gone farther, caravans party, however, risked retaliation for trespassing typically traveled 15 to 20 miles a day for the on Native American territories.. sake of the animals whose strength had to be conserved for the long journey. Trade wagons Among those who wrote about life on the Santa Fe Trail were Marian Russell, who dictated her memoirs for a book, and Susan Shelby Magoffin, who kept a diary she on her journey.

What effect did railroads have on New Mexico? The railroad in the New Mexico changed everything from architecture to politics by opening the territory to economic, political, social, and economic change. Before the railroads, trade items were limited to oxen and a wagon. After the railroads, towns sprang up along the lines, altering local economies, land values, jobs, and long-established ways of life. On the morning of December 6 7, 1878, the first railroad entered New Mexico over Raton Pass. Soon other trains followed and helped to develop cattle, logging, mining and travel interests in the territory. As lumber became profitable, narrow- gauge railroads, were developed because they could operate better in mountains and forests than standard-gauge trains. Small trains, such as the and Cumbres & Toltec, soon became a common sight throughout the territory.

As the railroad towns of Gallup, Las Vegas, Passenger trains offered more comfort as they Deming, Tucumcari Clovis and other towns began to bring tourists, artists and entrepreneurs grew, New Mexico became an important “bridge into the state to visit or stay. New Mexico was state” linking the West Coast and other parts no longer a place for trains to pass through but of the nation. Later, through the efforts of the had become a tourist destination even in the Harvey Company and others, the state, itself, 1800s and early 20th century. After World War became a destination for tourists as much as II, the Santa Fe Railway promoted the West freight. Many of the depots established then through Harvey Houses along its route and it remain today, reminders of New Mexico’s commissioned painters to encourage travelers to railroad era. “See the West” in the comfort of well-appointed passenger trains. Were there different kinds of trains? What are Harvey Houses? In 1850, Fred Harvey emigrated from England Companies such as the Atchison, Topeka and to the United States, where he worked at a Santa Fe, Southern Pacific, Chicago, and Rock variety of occupations before working for the Island and Pacific needed trains with the power Burlington Railroad. As an agent, he traveled and cars to haul tons of cattle, freight, coal extensively through Kansas and Missouri and and other products to, from and through New was disgusted by meals offered at stations. Mexico. Determined to improve them, he first tried with 7 Burlington and then, more successfully, with By 1901, when Harvey died, his empire Atchison, Topeka & Santa Fe Railroad to open included 20 dining cars and 45 restaurants in 12 and operate quality. states. In New Mexico, Harvey establishments were in Albuquerque, Belen, Carlsbad, Clovis, After Harvey took over the restaurant at the Deming, Gallup, Lamy, Las Vegas, Raton, Santa Fe depot in Topeka, Kansas, in spring Rincon, Santa Fe, San Marcial and Vaughn. 1876, customers found linen and silverware, excellent food and reasonable prices. The What technological following year, Harvey purchased the hotel in Peabody, Kansas, and further realized his achievements came with the dream of pampering travelers with fine food and railroads? accommodations. Harvey insisted on only the best food, facilities and service, and Raton Pass and the tunnel that runs through in 1881 replaced all-male staffs with his famous it have been famous in the history of the West “Harvey Girls,” who became know for their from the early days of the explorers and covered good looks, fine manners and efficiency. wagon caravans to the building of the Santa Fe Railway. With the railroads came such technological successes as the Raton tunnel and the Mexican Canyon Trestle Bridle.

The first Raton tunnel was opened in 1879 to replace the mountain switchback that New Mexico’s first train had to traverse the year before. A second tunnel was completed in 1908 for westbound trains only. In 1949, the westbound tunnel was closed, and all traffic was routed through a new tunnel that stretches a half-mile long at an elevation of 7,622 feet, the highest rail point in the Burlington Northern Santa Fe system.

The Alamogordo and Sacramento Mountain Railroad built the Mexican Canyon Trestle Bridge in 1899. The bridge, made entirely of wood and spanning 323 feet across the canyon, was built for loggers to reach lumber in the high forests. Later it was used to transport tourists 8 to Cloudcroft. Myths and Misconceptions About the Santa Fe Trail

1. The Santa Fe Trail was a people probably died from sickness, accidents, and old age than from attacks by Indians. cattle trail. Still, one had to watch out and be careful, The Santa Fe Trail was one of commerce between and individuals who strayed from the main Missouri and Santa Fe. Cattle were not moved party were most at risk of retaliation by Native for commercial reasons on the trail. Americans for trespassing. .

2. The Santa Fe Trail was an 5. The invasion and occupation emigrant trail. of New Mexico in 1846 was peaceful The Santa Fe Trail was not an emigrant trail as . was the Oregon Trail. Though some took the Though the initial invasion and occupation trail to move from east to west, the trail was were without major clashes, the Army quickly used mainly to move goods and freight between began to fight Apaches and other tribes who Missouri and New Mexico. Occasionally women were raiding horses from the grazing areas. An and children traveled along with the traders’ undercurrent against the occupation moved wagons, but that was rare. through New Mexico, bubbling over when, in January 1847, Governor Charles Bent and others 3. The Santa Fe Trail ended at were killed in Taos. While the occupiers from the United States called it an insurgency, it was Santa Fe. really a continuation of the Mexican-American The Santa Fe Trail ended in Santa Fe. However, War, a fact President Polk recognized in dealing reports from 1824 show that the market was with the sentences of some of the participants in saturated, and some traders chose to continue on the 1847 battle of Taos. to Mexico with their goods—Santa Fe being a way-point before heading south. Josiah Gregg’s 6. The Santa Fe Trail only ran table of the value of the trade shows that goods from east to west were being taken down into Old Mexico as early . as 1823. Almost as soon as William Becknell headed back to Missouri, in 1821, New Mexicans began to 4. Indian Nations along the take advantage of the trade trail and became traders themselves. A couple of accounts provide Santa Fe Trail were a terrible some evidence that by 1843 the New Mexican danger to the traders. business owners and traders dominated the trade. There were troubles at times with various tribes of American Indians along the trail, but more 9 Frequently asked questions about the Railroad

How much does a train weigh? What is Amtrak? An average modern locomotive weighs about Amtrak is a government-funded national rail 300 tons. Depending on what the train is passenger corporation. In 1970, in an attempt carrying and how long the train is, the weight to revive passenger rail service, Congress passed can increase dramatically. The whole weight of the Rail Passenger Service Act. The act created the train is distributed over a length of , Amtrak, a private company that began managing often more than a mile long. a nationwide rail system dedicated to passenger travel. In New Mexico, Amtrak has two routes. How fast can a ? It takes a train between a half mile and a mile and half to come to a full stop, depending on its speed. Rail is a very fuel-efficient means of transportation—the steel wheel on a steel rail has very little friction, but this also means that trains cannot stop quickly. Additionally, the weight of the train (tons of steel moving at more than 50 miles an hour) also factors into stop time. The weight ratio between a car at a railroad crossing and an oncoming train is| about the same as a passenger car and an empty Coke can.

10 The Sunset Limited runs through the southern to other locations. Still others, like the famous part of the state, serving Deming and Lordsburg Southern Pacific and Santa Fe Railway Company as it links New Orleans and California. The corporately merged with other railroads to form Southwest Chief stops at Gallup, Albuquerque, new systems. Lamy (for Santa Fe), Las Vegas and Raton on a route that runs from Los Angeles and Chicago. How come some trains were narrow gauge and others not? Is it okay to put pennies on the tracks so the train can flatten Small (the measurement between the two rails) permits tighter turns that are necessary them? in hilly and mountainous terrain. The reduction No, it is dangerous. You could be struck by a from standard gauge (56½ inches) versus narrow train or by debris falling off the train. Also, if gauge (36 inches) made it easier and more cost you are on railroad property without permission, efficient for small trains like the Chili Line and you are trespassing. The rule to follow is, Stay off logging railroads in the mountains to negotiate railroad tracks! the tight curves and steeper grades on their routes.

What happened to the railroads What happened to the cabooses? that used to be in New Mexico? Railroads were approved to run without cabooses Of the more than one hundred railroads that in 1985 after a ruling on the national level that once operated in or cabooses were not necessary as a safety element state, some, such as logging railroads, drove of railroading. Rail labor unions were opposed themselves out of business, by clear cutting to the decision, but today cabooses no longer are forests; some small operations were purchased used on most freight trains. by larger ones; some intended short stays and once they concluded their business moved on

11 Mapping the Rails

Grade level: 4th

Estimated time: one class period

Goal: to determine the geographic location of points on a map, using longitude and latitude coordinates.

Student learning: Students read a modern map, identify the location of existing railroads and determine the geographic location of points of interest using longitude and latitude.

Standards met for 4th grade: Social Studies Geography A.1, A.2, A.3, C.1, C.2, C.3, E.2, E.3

Materials horizontally and measure distances either north or south from the equator (which is 0 degrees • New Mexico Railroads Map 2001 found at latitude). Lines of longitude, or meridians, run the Van of Enchantment website (printed out) vertically from the North Pole to the South Pole. • Modern maps of New Mexico They measure distances in degrees either east • Highlighter pens or west from the “prime meridian” which runs • Tracing paper through Greenwich England and is 0 degrees • Pencils longitude.

Preparation Procedure As people began building railroads, they 1. As a whole class, look at the New Mexico considered the geography of a region, technical Railroad Map 2001. Why do you think the issues as well as settlements and economic railways were built where they are (population centers. In this activity, students examine the centers, trade routes, geography and terrain)? location of railroads in New Mexico and discuss Discuss the issues that builders and designers what designers and builders may have considered had to deal with when laying track. How as they determined railroad routes. might terrain influence the decisions that these companies faced? A note about longitude and latitude: These terms refer to sets of imaginary lines, measured in 2. Discuss definitions of longitude and latitude. degrees, that cut the earth into sections and form Maps are often marked with these lines; if you a grid that helps us locate any place and know its know your longitude and latitude, you know exact location. Lines of latitude, or parallels, run your “coordinates.” Demonstrate for the 12 whole class how to locate Santa Fe using its Modifications coordinates (35.67°N 105.95°W). Before asking students to plot lines on their own, 3. Divide students into small groups. Each group model this mapping activity as a whole class with chooses one railroad line to focus on – either one of the active lines. an active or a dismantled/abandoned line. Then, using the Map Legend on the New Assessment Mexico Railroad Map 2001, students identify 7 - 10 locations along their chosen line. These • Student discussion points should be major rail yards, Amtrak • Plots and maps produced depots, towns with depots or other rail towns. Once they have their 10 coordinates, they draw these points on trace paper.

4. Using their trace paper on a regular map of New Mexico as a guide, students approximate the location of their 7 - 10 spots. Then they calculate the longitude and latitude of these 10 spots. Once all the spots have been determined, students connect the dots and recreate their rail lines.

5. Students compare the two maps. Were there any differences in the lines they plotted and the lines on the original New Mexico Railroad Map? If so, why might there be a difference? (the terrain between depots and towns helped determine exact routes) Did any students choose the same route to plot? How similar were their lines?

Extensions A topographic map illustrates changes in elevation (like a steep incline or decline) using contour lines. Contour lines identify and connect areas with the same elevation. Make a clay model of one section or natural landmark (mountain, gorge) on the New Mexico map.

13 I’ve been working on the railroad

Grade level: 4th

Estimated time: one to two class periods

Goal: to develop an understanding of diverse points of view

Student learning: Students create a profile of historical fictional character based on research. Through a letter writing activity, they gain a richer understanding of the pressures and challenges facing people working with the railroads.

Standards met for 4th grade: Social Studies History A.1, B.1, D.1, Social Studies Geography C.1, E.2, E.4, Economics A.1, B.1, C.1, Language Arts 2.A.1, 2.A.2, 2.A.3, 2.C.1, 3.B.4

Materials they made their way across New Mexico. In this activity, students explore the costs and benefits • Paper and pencils these occupations may have held. • Chart paper and pens Procedure* Preparation 1. Discuss the many people who worked to People helped build and run the railroad - make the railroad possible. Who were the Harvey Girls, steel gangs, car cleaners, car workers who constructed the railroad? What attendants, engineers and conductors. These was it like to do such backbreaking labor? workers were from dozens of nationalities and What about the people who kept the railroads locations. As railroads were build across New running or met the needs of passengers and Mexico, Acoma, Laguna and Navajo steel gangs crew at depots and Harvey houses? Being literally moved mountains, placed ties and rail, far from family could have been tough but and spiked it down for the railroad to keep the economic rewards might have made it moving. They worked as units and were largely worth it. Brainstorm a list of all the people self-organized and took pride in laying and who made the railroads possible (laborers, maintaining thousands of miles of track. Cooks engineers, porters and conductors). and car attendants worked tirelessly for crew and customers from San Diego to New Orleans and 2. Students chose one person who worked on from New York to Chicago and the West Coast. the railroad. Then, they develop that character Women worked as servers, waitresses and clerks keeping in minds the following questions: in the early years. Crews worked night and day, What is this person’s name, age, occupation? ensuring safety and efficiency of the trains as 14 Why did they end up doing what they are • Member of a steel gang, working on the now doing? What are the biggest challenges railroad and living far from home they face at the moment? Who is the person • Young woman from Kansas working in a closest or most important to them and how Harvey House in New Mexico can this person help them with their biggest • Porter, cook or car attendant working challenge? This character development might on the railroad, traveling constantly and take a class period or a week depending on serving the needs of passengers how in depth the teacher wants to make the • Engineer bearing the great responsibility assignment. of mechanics and safety • President of a railway, set on establishing a 3. Once students’ characters have been particular route developed, they write a letter (as their • Rancher imagining the huge impact of the character) to the person they have identified railroad on his cattle business as most important to their character. In this letter they describe the biggest challenge they Consider giving students a more detailed are experiencing and ask for help solving it. example like:

4. Students give their letters to another person “My name is Ellen Mae Hunt and in in the class (selected randomly). That person 1922 I was a Harvey Girl – a waitress at must write a response to the letter, informing the railroad stop at El Navajo in Gallup, the writer that they cannot help them. New Mexico. Gallup wasn’t very big yet, although there were many Indians and 5. Students read the letters aloud. cowboys on the streets. It looked nice, but it was WILD. I’d never seen a town 6. Debrief on the experience. Did students like that back home in Kansas. But after develop characters and write letters similar I was there a short while, I began to like to one another? What was the experience of it. I met my husband in 1925. I worked asking for help? What was it like to have to other Harvey Hotels in Barstow and San refuse to help? Bernardino, but I ended up in Gallup because I missed it when I was away. I Extensions would never have come west if it hadn’t been for those Harvey Houses. Think Bind these letters into an anthology of voices what I would have missed!” from the railroad. Take character development Kate Nelson, New Mexico one step further and use them as the basis for a History Museum theatrical performance. Publish the final version of these letters on the Van of Enchantment Assessment website for other students to see or respond to. • Class discussion Modifications • Character development • Letters written and responded to To make the character development more focused, give students 6 – 10 different people to *Letter writing activity adapted from the choose from. Besides the list that your students Wrinkle Writing Handbook, UNM have brainstormed, some examples include: 15 Making a Model

Grade level: 4th

Estimated time: one to two class periods

Goal: to create realistic models of railcars, bearing in mind how function informs design

Student learning: Students research different kinds of rail cars and see how their function informed their design. Then they choose one kind of railcar, research that type of car and create a model. Images and information available at www. vanofenchantment.org

Standards met for 4th grade: Visual Art 1.B.1, 3.B.2, 4.A.1, Mathematics 4.A.3.1, 4.G.1.1, , Social Studies Geography E.2, F.1, Economics C.1, Language Arts 1.A.4, 1.B.2, 2.C.1

Materials Procedure • Shoe/cardboard boxes 1. Discuss different kinds of railcars and why • Arts and crafts materials (paint, collage, tongue they were designed in particular ways. Boxcars depressors, scraps) were enclosed and usually carried freight. Flat cars were like an open deck designed Preparation to carry things too large or cumbersome to fit into a Boxcar. Passenger cars carried For 100 years, the railroad was the easiest way people. Dining cars provided a place to to transport people and goods. It transformed prepare and serve food. Refrigerator Cars the American economy and helped build could be kept at specific temperatures for the industrial society we now have. While transporting perishable goods. Stock cars locomotives provided the power to move and were used for carrying livestock. Other cars deliver cars, there were many different cars for include: Caboose, Rotary snow plows, Jordan different purposes. The function of these cars Spreaders, Gondolas, Tank cars. informed the way they were designed. In this activity, students become familiar with different 2. Make a list of different kinds of railcars on rail cars, choose one to focus on and build a the board. Students chose one kind of car and model. research. Students should find images of the railcars they choose. Using print and on-line sources, they answer the following questions: What was the purpose of the car? When was 16 it in use? How was the design an integral part Additional Resources: of its use? The following is a list of cars and short 3. Students write a descriptive paragraph about definitions. their railcar based on the research they have done. Boxcars were enclosed and usually carried freight. 4. Using cardboard boxes or shoeboxes, students build their own model railcars. They may Cabooses were the last cars on the freight choose to decorate using paint, collage, three- train and had kitchen and sleeping areas dimensional materials. Model railcars should for the crew. be designed accurately with as much detail as possible. Gondolas are railcars with no top, a flat bottom and fixed sides and often used for 5. Set up a display of student railcars in carrying heavy goods exhibition format with descriptive paragraphs next to rail cars explaining why they are Jordan spreaders are one of the largest designed that way. pieces of snow removal equipment on a railway, usually with a large front plow blade. Extensions A lot can be learned about the past by looking at Dining cars provided a place to prepare design. Instead of railcars, focus on depots (find and serve food. depot plans on www.vanofenchantment.org). What can you learn from what was included and Flat cars were like an open deck designed excluded in the design of depots (women’s areas, to carry things too large or cumbersome etc.)? Are there any old train depots in your to fit into a Boxcar. community? Passenger cars carried people and had windows and seating. Modifications If time is an issue, consider having students work Refrigerator cars could be kept at in teams or pairs instead of individually. specific temperatures for transporting perishable goods. ssessment A Rotary snowplows used a circular set of • Class discussion blades to cut through snow on a track. • Independent research and descriptive paragraph Stock cars were used for carrying • Model railcars livestock.

Tank cars were designed to carry liquids. 17 Mapping the Trail

Grade level: 7th

Estimated time: one class period

Goal: to create and navigate landmark-based directions

Student learning: Students identify landmarks used along the Santa Fe Trail in New Mexico. Then, they create their own directions based on landmarks and try to navigate a route using only landmark-based instructions.

Standards met for 7th grade: Social Studies History A.3, D.2, Social Studies Geography A.1, B.4, C.3, E.3, Language Arts 1.C.2, 2.A.1, 2.A.4

Materials Procedure • Map of Northern New Mexico on Van of 1. The Santa Fe Trail followed both natural Enchantment website and man-made landmarks. In small groups, students trace the Cimarron and Mountain Preparation routes on a map by identifying the following New Mexican towns and landmarks: Raton In the early years of the Santa Fe Trail, the Pass, Rabbit Ears, McNees crossing, Round route was marked by landmarks: rivers, hills, Mound, Point of Rocks (between Springer mountains, large formations of rock and other and Clayton), The Canadian River, Wagon natural formations helped guide travelers. When Mound, Fort Union, Ocaté Crossing, Fort travelers set out they often followed ruts left Marcy, Las Vegas, San Miguel, Pecos village, by previous wagons - marks that can still be Glorietta pass, Santa Fe. seen today. Regardless of which route a wagon train chose to take, traders looked carefully for 2. Discuss the idea of travelling a route, landmarks, both natural and man made (for without a map or road to follow. What sorts example civilian and military settlements) to of directions would you need? If you were keep them on route. In this activity, students traveling the Santa Fe Trail, how would examine historical landmarks and the benefits you stay on the trail? What might have and drawbacks of navigating using landmarks. helped determine your exact route (water for campsites, historic routes used by earlier travelers, the leader of your wagon train)?

18 3. As a class, define what makes a good Assessment landmark. Ask students to consider the following: what are the benefits, if any, to • Class discussion using landmarks to help navigate? Are there • Student written directions landmarks in your community? Brainstorm • Following directions activity these on the board. Are they natural or man made? When do you use them? Are some landmarks better than others? Why?

4. In small groups, students write directions for getting from one place to another in the school (or classroom or neighborhood). Students should use only landmarks in their directions (not street names). Landmarks should be described simply and in as clear a language as possible.

4. Test out each other’s directions. Did these directions work? Did anyone get lost? What were the challenges of trying to describe a route using only landmarks? Could some one unfamiliar with the school setting be able to follow student directions?

Extensions Research one important landmark along the Santa Fe trail and compose a “geographical biography” by answering the following questions about this location – how was it used along the Santa Fe Trail, where did its name come from (if applicable), where is it situated on a map, what are its climatic characteristics. If possible, find an image (drawing or photograph) to include.

Modifications For a more detailed exploration of geographic zones, students can identify specific climate zones and elevation changes along the Santa Fe Trail and color them in with pens or colored pencils. 19 Primary Source Perspectives

Grade level: 7th

Estimated time: three class periods

Goal: to research primary and secondary sources and present the perspectives of historical figures

Student learning: Students examine the experiences historical figures as reflected in original writing/transcriptions from interviews. Then they create a presentation based on their research.

Standards met for 7th grade: Social Studies History D.1, D.2, Social Studies Geography B.4, E.3, Language Arts 1.B.2, 1.C.2, 1.D.2, D.3, 2.A.2

Materials Susan Magoffin and Jose L. Gurule. In this activity, students will explore how perspective • Biographic descriptions of Marian Russell, can influence the way you understand your Susan Magoffin and Jose L. Gurule experience – and the way others interpret that • Additional sources (print and on-line) experience. about travel on the Santa Fe trail—Land of Enchantment, Memoirs of Marian Russell rocedure along the Santa Fe Trail, Down the Santa Fe P Trail and into Mexico, On the Santa Fe Trail 1. Discuss a little bit of the historical context • Materials students may use as part of their for Marian Russell, Susan Magoffin and presentation—print outs, art supplies, Jose L. Gurule. Towards the end of her long cardboard life, Marian Russell dictated her memoirs or memories to her daughter-in-law who Preparation recorded them. Susan Magoffin, kept a daily record or diary of her experiences traveling Historians reconstruct a story of the past looking on the trail as a young bride. Jose L. Gurule’s at primary sources, such as journals, interviews, story of travel from New Mexico to Kansas maps, letters, images and objects. We are was recorded in the 1930’s as part of the New lucky to have the original writings (or written Mexico Federal Writers project, 70 years after recordings of first person interviews) of several his journey. How might these factors have people who experienced travel on the Santa Fe influenced the ways each person described Trail in the mid 1800s. On the night before their journey? Who might their intended you do this activity, have students read the audience have been? three biographic descriptions of Marian Russell, 20 2. Divide students into three groups and assign Modifications each group to one person. Consider what each person contributed to our understanding If time is an issue, students may do individual of life on the trail. What was his/her research on their groups as homework reporting perspective? Where was s/he coming from— at a later date and developing a presentation as literally and figuratively?W hat as his/her part of a separate class. point of reference? How did s/he describe the environment and people along the trail? There Assessment may be a need for more research, for accuracy. • Class discussion 3. Students create a presentation (written chart, • Group work drawings, power-point, dramatic theatrical • Student presentations presentation etc.) representing the perspective of their assigned person’s experience. They might focus on the way they described the traveling life, the people they met or the natural landscape. What do we, as historians, need to keep in mind as we read a first- perspective report of life on the trail?

4. Students present to each other. Compare and contrast presentations and discuss. How did our own perspectives influence our arguments? What were our stereotypes about these people? Were any new conclusions generated through this group exercise?

5. Group presentations can be modified into a classroom exhibit.

Extensions What did women experience on the Santa Fe Trail (Mary Donoho, Julia Archibald Holmes, Charlotte Green)? How are their experiences similar or different to Marion and Susan’s? What about the un-named wives who worked as cooks in caravans? And what about the Native American women and children who had traveled in that area for many years?

21 Name: Marian Russell eerie cry in the darkness. I would creep close to mother and shiver.” Dates: 1852–1870 Birthplace: Peoria, Illinois, January 26, Marian vividly describes the daily routine 1845 from the smells of breakfast fires burning to landscapes and animals she saw on the day’s Place of Death: Trinidad, Colorado, 1936 journey, to the stories told around the campfire at night. Her descriptions of the environment At an elderly age, Marian Russell dictated and landscape are particularly evocative. She her memoirs to her daughter-in-law and the loved the plains and called the earth a “Persian resulting book, Land of Enchantment, Memoirs rug, the lavender, red and yellow wild flowers of Marian Russell along the Santa Fe Trail is an mingling with the silvery green prairie grass. account of the trail and the southwest. Marian There were places where we saw wild turkeys not only tells us of the trail from a woman’s among the cottonwood trees, and where the point of view, but also from that of a child. wild grapevines ran riot. Always there were the buffalo.” Marian’s recollections of her She first traveled the trail in 1852 at age 7 with days on the trail are a realistic view of a child’s her mother and older brother, Will, in 1852. adventures. They were headed to California after the death of Marian’s father. Normally, the trip would have cost $250.00 for her mother and half that amount for Will and Marian. But Mrs. Russell was hired by some Army officers as a cook in exchange for their passage over the trail.

The caravan they traveled in was a large one, composed of a civilian portion and a military portion. Marian was with a wagon in the military portion which was carrying “boxes and bales of merchandise to Fort Union, New Mexico.” The teamster who was driving their wagon was Pierre, one of the best in the service of the Army. Pierre led the wagon out of Fort Leavenworth, following the civilian portion of the wagon train. Marian said that she and her mother rode on the covered freight wagon and when she got tired there was a place in the back where she could lay down and rest. The teamsters and the other men would sleep under the wagons, but the Russell family had a tent that they slept in at night. Marian said her bed on matted grass was comfortable but she sometimes woke up at night to the “coyote’s 22 Name: Susan Shelby Magoffin that of the traders. Susan’s view is important because few women traveled the trail this early Dates: 1846 and left a journal. Her observations of people, Birthplace: Arcadia, Kentucky, July 30, landscape, food, and travel provide a candid and 1827. personal record of her experiences. Born into one of the wealthiest families in Kentucky, she was Place of Death: Kirkwood, Missouri, connected to a network of prominent Americans 1855. – doctors, soldiers, businessmen and pioneers. For Susan, the trip was an uncomfortable one, Susan Shelby Magoffin was the wife of Santa Fe even though she traveled with so many luxuries. Trader Samuel Magoffin and traveled down the She suffered discomfort, fatigue and later on trail with him in 1846. Susan carefully kept a when traveling to Mexico, illness. When the personal diary of her experiences on the journey. caravan stopped at Bent’s Fort, Susan miscarried In 1926, Susan’s diary was published under the a pregnancy. title: Down the Santa Fe Trail and into Mexico, edited by Stella Drum who was a librarian at the The fact that Susan was married to a seasoned Missouri Historical Society. Santa Fe Trail merchant and that she was traveling down the trail during the American 1846 was the year that the United States invasion of New Mexico during the Mexican- declared war on Mexico. At Fort Leavenworth, American war make her a unique witness to Missouri, Colonel Stephen Watts Kearny was important Army leaders like General Stephen directed to gather a force and invade New Watts Kearny. Her faithful journal recordings let Mexico. By mid-summer the troops were on the us in on a history as it is unfolding. move, and following the troops was a caravan that contained the wagons of trader Samuel Magoffin.

He brought along his 18-year-old bride, Susan. She was well provided for, having a maid to accompany her, a private carriage, a small tent house, a regular bed, books, notions and two servant boys. In her own words, the caravan consisted of “Fourteen big wagons with six yoke each, one baggage wagon with two yoke, one Dearborn with two mules (this concern carries my maid) our carriage with two more mules driving the loose stock, consisting of nine and a half oxen, our riding horses two, and three mules, with Mr. Hall the superintendent of the wagons, together with his mule, we number 23, three are our tent servants (Mexicans).” (p4)

Susan gives us a different view of the trail than 23 Name: Jose L. Gurule by the threat of attacks by Indians or inclement weather. Gurule’s descriptions of life on the trail Dates: 1852 paint a picture of physical exhaustion, hunger, Place of Birth: unknown, 1852. hardship and danger. He said in his interview “Too much awake. Too little sleep, too little Place of Death: unknown, assumed in the to drink, too little frijoles; men go to sleep 1940s. anywhere.” In the 1940, 88 year old Jose L. Gurule was When the caravan arrived in Los Estados (Kansas interviewed by Mrs. Lou Sage Batchen as part of City), Gurule tells of yet more backbreaking her work with the New Mexico Federal Writers work for the men, unloading and carting wool, Project. His reminiscences of being a teamster on conditioning the mules, oxen and wagons for a caravan belonging to Jose Perea are recorded the trip home. But when there was time for a in On The Santa Fe Trail, edited by Marc little relaxation, the men wondered into town. Simmons, University Press of Kansas, Lawrence, Joes recounts seeing a “bright-colored picture 1986. of an Indian on the front of a wooden building. He was wearing a war bonnet. The words under In his interview, Jose Gurule describes himself the Indian read ‘Tomasito, the famous warriors as a member of one of the first families to settle of the famed village of Taos.’ We all laughed to in Las Placitas. When Jose Leandro Perea, a findT omasito in Los Estados.” (p130) Jose also prominent merchant and politician in Bernalillo talks about hearing a musical performance in the County, was putting together a Missouri-bound street performed by African Americans. caravan, he “drafted” strong and able men and boys to work for eleven months driving goods On the way home to New Mexico, the caravan and livestock to Kansas and back. In February was loaded down with many different kinds of 1867, 16 year old Jose Gurule set off with a supplies and goods—copper pots, dishes, cloth, caravan to “Los Estados” (Kansas City). For hats. But part way into their journey, the caravan the journey, the men traveling needed clothing was stopped because Perea had taken a contract and goods that would last them three month to assist with building a section of the Kansas – sturdy shoes, warm coats called cottons, hand- Pacific railroad. The men and caravan animals woven on looms and of course food. Tortillas, went to work with other laborers including both dries peas, mutton, onions frijoles and chili were African Americans and “Anglos.” When the gathered and dolled out to the men each day contract was finally finished the caravan again from a commissary. started west but was beset by a cholera outbreak. It was December when “a dejected looking The journey itself kept up a grueling pace, outfit with maybe a third of it left somewhere pushing the men and animals to the physical along the way” arrived in Las Vegas and then Las limit. The drive would last for 18 hours a day. Placitas. Each many who survived this trip was “Often the whole caravan was raced in order given eight dollars. to reach such a pace. The men who guided the oxen with their long goads must run to keep the pace.”(p127) Sometimes this pace was justified 24 25 Taking It With You

Grade level: 7th

Estimated time: one class period

Goal: to identify the ways objects can hold historical and cultural meaning

Student learning: Looking to the Santa Fe trail as an example, students consider how objects can have personal and cultural significance – beyond what you might be able to see at first glance.

Standards met for 7th grade: Social Studies Geography B.4, E.3, Language Arts 1.C.2, 2.A.5, 2.C.1*

Materials rocedure • Paper and pens P • Art supplies 1. As a whole class, discuss the reasons people traveled the Santa Fe Trail—for expeditionary Preparation purposes, to trade and sell goods and, in rarer instances, to move and establish a life. For those embarking on a long journey by Traders had to make room for trade goods wagon, space was a real issue. What people like calico and other kinds of cloth, dry decided to take was important. While many of goods, hardware and items that were popular the items people took were essential to life on for sale. What are the items they would the trail (or, obviously, for trade at the end of absolutely need for survival on the trail? What their journey), there is also evidence that they might you have room for once you packed up took personal things (books, china, letters, everything you absolutely needed? religious objects) that were not necessary for survival but represented their personal histories, 2. Discuss the idea of migrations. What were values and cultural identity. In this activity, people risking when they decided to travel students consider the meaning of personal either East or West on the Santa Fe Trail? objects way to gain a better understanding of the Why would people leave their homes? Why experience of people traveling by wagon on the do people move today? What might these Santa Fe Trail. If you have done the “Women’s travelers choose to bring that could remind experience” lesson, consider comparing the them of home, to help us establish a sense of kinds of items both Marian Russell and Susan cultural continuity? Magoffin took with them on their trail journey. 26 3. Students consider one item they might bring if they leaving their homes for a long duration or even forever. After identifying that item, they compose a written rationale for why they need that object (a photograph, special piece of clothing, religious item, favorite food, paper and pen). Why choose this item? What is the significance? (a reminder of home, community, etc.)

4. Students may draw a picture of that item or bring it in to share with the class. As they present their own items and learn about others’, consider how do these physical objects might serve a larger purpose (emotional, religious, intellectual)?

Extensions Create an exhibition about the migration story of students’ families. Where did our families come from? How did we end up where we are now? What objects could represent a piece of that story?

Modifications Rather than ask students to think about their personal and family migration stories, ask them to create a historical character who traveled along the Santa Fe Trail. Why did this person leave his or her home? What was their rationale? What would they bring with them to remind them of home, help them maintain a connection with family or community far away?

Assessment • Class discussion • Written rationales

27 Pictures Tell 1,000 Words

Grade level: 12th

Estimated time: one class period

Goal: to analyze images, draw conclusions based in visual evidence and reference historical content. To consider how personal perspective may influence both composition and interpretation of primary sources

Student learning: Students examine images related to the development of the Railroad in New Mexico. After drawing conclusions, students create a writing sample based on their imaginative journey into the image and their personal interpretations.

Standards met for 12th grade: Social Studies History A.4, B.9, D.1, D.3, D.5, Language Arts 3.B.1, 3.F.2, 5.B.3, 6.A.2, 8.A.2*

Materials look carefully, think creatively and ground assumptions in evidence. • Images found on the Van of Enchantment website listed at the end of this lesson plan rocedure • Several print outs of “Rebuilding bridge, Neg. P # 101796” 1. Discuss how historians and museum staff use • Chart paper and pen primary sources, like photographs, to explore • Pencils and paper and describe the past. They rely on prior knowledge and personal perspectives as they Preparation create interpretive narratives based on primary sources. Historians use primary sources such as letters, documents and images to ground and inspire 2. As a whole class, students look carefully theories about what life was like in the past. at the image “Rebuilding bridge.” Record Interrogating these sources for information the following questions on chart paper and involves close looking and a broader use them to guide the conversation. What understanding of the source’s historical context. is happening in this photograph? What is As they interpret, historians rely on and reflect your first impression? Describe the people, their own points of view about the past. In this activities and objects in this image. Who activity, students do the job of historians— is there and who is missing? What is the 28 setting of the image? If you could go into the do you feel? After students have completed the image, what would it sound like? Smell like? writing exercise, they share their experience and Throughout the discussion ask students to mount their stories next to the images used to justify their answers based on what they see in inspire them. the image. Are there differing interpretations amongst the class? Modifications 3. Then ask students to consider the context for Have students work with the same image in their the image and the photographer. Where is the small groups. Do groups come up with different photographer in relation to the subject (up conclusions? Similar ones? close, far away)? Who is in the photograph and what is left outside of the frame? Why Assessment do you think this image was taken? What message do you think the photographer is • Writing samples produced trying to communicate? What do you see that • Student participation in small group and whole makes you say that? class discussion

4. In small groups, students choose one *these are identified from the 2009 revised LA image from the collection on the van of standards for grade 12 enchantment website. With this one image they answer the same questions they did as a whole class. They generate conclusions about the photograph and record these on paper. Conclusions should be grounded in the photograph and also in an historical context.

5. Student groups report back to the class, discussing their photographs and the conclusions they’ve drawn about the images. Allow for questions and answers.

Extensions Students compose a creative writing sample that reflects their “journey into the image.” Use the following prompts to get students started: Put yourself in the image. What do you hear and smell? What textures do you feel? Where are you sitting or standing? What surrounds you? Is it warm, cold, windy? What are you doing? Why are you there? Are you taking the photograph or are you the subject of the photograph? How 29 Photos Available on Van of Harvey cars at depot, Lamy, New Mexico, c. 1930. Photograph by E.J. Kemp. Palace of the Enchantment Website Governors Photo Archives (MNM/DCA) Neg. # 035876 Train Arrival, Cloudcroft, New Mexico, 1902. Photograph by Albertype Company. Palace of Santa Fe Railway train at station, Engle, New the Governors Photo Archives (MNM/DCA) Mexico, c. 1890. Photograph by E.J. Westervelt. Neg. # 158324 Palace of the Governors Photo Archives (MNM/ DCA) Neg. # 035876 Rebuilding bridge, El Paso and Northeastern Railroad, Pintado Canyon, New Mexico May and Railroad, Bridge 393A, 11, 1902. Photograph by Royal A. Prentice. ¼ mile west of Jacona between Otowi and Palace of the Governors Photo Archives (MNM/ Santa Fe, New Mexico, c. 1924. Photograph DCA) Neg. # 101796 by George Law. Palace of the Governors Photo Archives (MNM/DCA) Neg. # 045171 Indian detour bus Harvey Car, New Mexico, c. 1920. Palace of the Governors Photo Archives (MNM/DCA) Neg. # 014193

Track laying preparatory to driving last spike on Santa Fe Central Railway, 1903. Photograph by C.G. Kaadt. Palace of the Governors Photo Archives (MNM/DCA) Neg. # 014193

California Limited in Apache Canyon near Santa Fe New Mexico. Palace of the Governors Photo Archives (MNM/DCA) Neg. # 177913

Group in front of railroad locomotive, New Mexico, c. 1890. Photograph by J.N. Furlong. Palace of the Governors Photo Archives (MNM/ DCA) Neg. # 146453

Men waiting at railroad depot, Lamy, New Mexico, 1937. Palace of the Governors Photo Archives (MNM/DCA) Neg. # 142775

Railroad depot, Gallup, New Mexico, c. 1890. Palace of the Governors Photo Archives (MNM/ DCA) Neg. # 031462

30 31 Mass Transit v. Private Travel

Grade level: 12th

Estimated time: two to three class periods

Goal: to explore and communicate issues to consider regarding mass transit

Student learning: After a discussion of mass transit and private travel, students create a public service announcement tailored to transportation issues in their own community.

Standards met for 12th grade: Language Arts 3.B.1, 7.D.1, 8.A.2*, Social Studies Geography B.1, F.1, F.3, Economics B.5, Theater Arts 2.A.1, 2.A.2, 3.B.1, 5.B.1

Materials Procedure • Sample Public Service Announcements 1. As a whole class, discuss public transportation • Depending on your technological resources and mass transit. Why would people need either access to computer lab and video or want this kind of service? What are some making equipment or materials for creating of the considerations designers face when storyboards (chart paper and pens) planning? How can mass transit compete with the independence of private travel? Preparation Brainstorm different issues: the environmental impact, safety, accessibility, usability, cost, and A PSA, or Public Service Announcement, is a potential for growth. non-commercial advertisement broadcast for the public good. Often PSAs focus on health 2. Discuss the following questions : What are the and safety issues. In this lesson, students discuss options for mass transit in our community public transportation. What might developers (carpool, buses)? Are these popular or consider in their design process? What sorts of underutilized? What are the specific issues mass transit options are available or viable in facing our community that impact the students’ own community? Students then create feasibility of mass transit (do you live in a a captivating, educational and entertaining PSA rural or urban setting, where are the places that encourages people to take advantage of mass you need to go, what are distances you are transit opportunities in their region. dealing with?) Do you have ideas for making mass transit more of an option? What could you, personally, do to make it more popular? 32 3. Explain that students will be creating a Assessment PSA. Briefly define what a public service announcement does, emphasizing that it • Class discussion has to captivate, be well designed and clear • Small group work and communicate a relevant and important • PSAs created message. Check out examples of PSAs designed by college students - http://www. *these are identified from the 2009 revised LA publictransportation.org/contact/go_green/ standards for grade 12

4. Divide class into groups. Each group designs a PSA encouraging people to use mass transit. When these PSAs are created, groups share them with the whole class. (Note: If you have access to cameras and movie-making software programs, students create their own cinematic PSAs. If not, they perform their PSA as a dramatic presentation or provide a “storyboard” or “script” which they can present as a power point.)

5. As a class, fine-tune the PSA that you vote to be strongest and try to get it on air! Check out the Education Center of “It all adds up to cleaner air” (www.italladdsup. gov/), a program of the US Department of Transportation and the Federal Highway administration. This organization has some great guidelines and models on their website.

Extensions Turn the PSA into a YouTube presentation. There also may be local PSA competitions to enter.

Modifications Be more explicit about roles students will take in their small groups. Assign students to take on specific responsibilities as writers, actors, directors and editors.

33 Creating a Destination

Grade level: 12th

Estimated time: one to two class periods

Goal: to create an advertising piece and explore how an image communicates messages

Student learning: Students examine historic images used to promote tourism to New Mexico on the railroad and then create their own advertisements.

Standards met for 12th grade: Visual Arts 2.B.2, 4.A.3, 6.A.1, Language Arts 1.C.4, 4.A.2, 5.C.1, 8.A.2*, Social Studies History A.4, Social Studies Geography B.3, E.1, E.3, E.5, E.7, Social Studies Economics, C.2

Materials designed pamphlets and sold themselves as offering unprecedented accessibility to more • Promotional advertising and pamphlets remote areas in the region. In this activity, produced by the railroad company posted on students examine the ways images were used to Van of Enchantment website. “sell” New Mexico as a destination. • Art supplies Procedure Preparation 1. Consider the following quote “To foster The late 1800s and early 1900s witnessed a passenger travel in the Southwest, the AT&SF time when the Southwest became a destination became the first industry to exploit its for tourism. Advertising encouraged visits and captivating history and alluring attractions unprecedented access via railroads. Often these and to advertise Santa Fe as the essence of the promotional pieces featured images of the Southwest…. Between 1880 and 1940, Santa Southwest that were based on myth and personal Fe changed from a ‘sleepy’ Southwest town to interpretation rather than on reality and fact a flourishing tourist mecca, largely through –the unique landscape and native people were the marketing efforts of the railroad.” (All referenced in advertisements as a way to appeal Aboard for Santa Fe by Victoria Dye) to tourists interested in a new and “adventurous” place to experience. When New Mexico became 2. As a whole class examine historic promotional part of the United States in 1912, the railroads advertising used to attract visitors to New offered package tours as a way to bring visitors Mexico. Discuss the approaches and strategies to the area. They created informative and highly the Railroads used to “sell” New Mexico as 34 a tourist destination. How did promotional Extensions materials used to introduce tourists to the region’s culture, history and cultural diversity Create a student exhibition of the work and (specifically of American Indians)? What feature students’ discussion of their design defined “Santa Fe Mystique?” The Santa Fe decisions and thought process behind their railroad had some of the first dining cars and work. Post student creations on the Van of also featured Harvey House restaurants and Enchantment website. stops strategically established along the way. Selling the rail experience as a full “tour” Modifications not just a way to get from one destination to another, they created promotional materials Instead of focusing on advertising used by the beyond advertising like notepads, maps and Railways, have students look at the history, information booklets. What were the benefits philosophy and legacy of Harvey houses. What and drawbacks to bringing visitors to Santa Fe does it mean to “civilize the west” via “well and New Mexico? Do you think that, to some appointed and poised” restaurants and hotels? extent, a “Santa Fe Mystique” has lasted until http://www.newmexicohistory.org/filedetails. today? php?fileID=21238

3. Students visit the New Mexico Department Assessment of Tourism’s website and other travel websites. What sorts of images and stories • Class discussion are they highlighting in an effort to promote • Artwork created by students visitation? *these are identified from the 2009 revised LA 4. After seeing examples and historic and standards for grade 12 contemporary promotional materials, students create their own ads. Advertisements should “sell” New Mexico as a destination (this can be ironic or genuine). Student may also choose to create an ad to bring people to their own town/community. What will you highlight? How could you create interest?

5. When student projects are complete, they share work and discuss their intent, process and final piece of art.

35 Vocabulary—Santa Fe Trail

Arid: a type of climate that has very low rainfall Treaty of Guadalupe Hidalgo: the treaty and snowfall that ended the Mexican-American war and transferred territories, including New Mexico, to Boom: a sudden increase in prosperity the jurisdiction of the United States. productivity or activity Wagon bed: the body of a wagon Calico: a cotton cloth printed with bright designs Wagonmaster: a person (man) who was in charge of a wagon train. Caravan: a procession (of wagons, mules, camels, cars) traveling together in single file Wagon mound: a natural landmark that was said to look like oxen pulling a wagon Commerce: the buying and selling of goods

Conestoga wagons: a heavy, covered wagon with broad wheels, commonly used by pioneers for travel in the 17th and 18th centuries

Draft animals: the animals that pulled wagons and other loads

Drought: a long period of time without rain

Emigrant: someone who leaves one country or region to settle in another

Isolation: a state of separation or lack of contact

Plain: a large area of mostly level land

Reales: a monetary unit (coin) of Spain

Teamster: a wagon driver; “bullwhackers“ drove oxen and “mule skinners” drove mules.

Territory: a region under the jurisdiction of a sovereign country 36 Vocabulary—Railroad Terms

Bend the iron: to throw a switch Mile post: a post or sign on pole each mile along the track that shows the distance from a set Black snake: a coal train location like a major rail terminal

Branch line: a secondary line of a railroad, not Shay: a type of steam locomotive designed for the main line logging and other operations where heavy grades and sharp curves existed Crossover: a track connection between two adjacent tracks Switchback: a zigzag path or trail up a steep hill. Zigzaging makes the trail longer but the angle Date nail: A small nail used by railroads from less steep. late 1800’s to present used to mark the year a tie was placed in roadbed. Nails are distinctive Trackage rights: an agreement between two in that each has the last two digits of placement railroads where one railroad buys the right to year stamped in head. Usually found within six run its trains on the tracks of the other, and inches of tie end, but some are located mid tie usually pays a toll to do so to allow easier inspection. Rarer nails value in $100’s range to collectors. Unit train: a train composed entirely of one commodity, usually coal or mineral, and Gandy dancer: a railroad track worker (this usually composed of cars of a single owner and name came from the Gandy Mfg Co. in the similar design, and usually destined for a single 19th century that made a lot of track tools). destination

Grainer: rail slang for covered hoppers, which : track shaped like the letter “Y,” but with are often used to transport grain and other bulk, a connector between the two arms of the “Y.” A fluid and/or solids wye is used to reverse the direction of trains or cars. A train pulls completely through one leg Intermodal: freight traffic that uses containers of wye, the switch is thrown and reverses the for easy loading to different modes of direction, allowing the movement across the transportation semi-loop track of the wye, and the train is then headed in the opposite direction. Locomotive: units propelled by any form of energy used in train or yard service

Main track: a track extending through yards and between stations

37 Bibliography—Santa Fe Trail

Chidren’s Books Joose, Barbara, Lewis & Papa; Adventure on the Santa Fe Trail. San Francisco: Chronicle Books, Carson, William C., Peter Becomes a Trail Man. 1998. The poignant story of a father and son Albuquerque: University of New Mexico Press, traveling together from Independence to Santa 2002. In the 1850s, twelve year old Peter takes Fe. his dog and heads west on the Santa Fe Trail to find his father, guided by “Uncle” Seth, who La Pierre, Yvette, Welcome to Josefina’s World. leads their wagon train through an Indian attack, Middleton WI; Pleasant Company Publications, desertion by greenhorns, a buffalo stampede, and 1999. A richly illustrated, non-fiction book other hardships. about life on a rancho in New Mexico in 1824.

Garrard, Lewis H., Wah-to-yah and the Taos Simmons, Marc, José’s Buffalo Hunt, A Story Trail. Norman: University of Oklahoma Press, from History. Albuquerque: University of New 1955. This is an exciting story by a 17 year old Mexico Press, 2003. In 1866, eleven year-old on the Trail. José Arrellanes leaves his home in New Mexico, joining the ciboleros, or buffalo hunters as they Holling, Holling Clancy, Tree in the Trail. New hunt on the Texas plains. York: Houghton Mifflin, 1942. This story, told by a cottonwood tree, chronicles 200 years of the Santa Fe Trail.

38 Webb, Dave, Santa Fe Trail Adventures; An Gregg, Josiah, Commerce of the Prairies. Norman: Activity Book for Kids and Teachers. Dodge City: University of Oklahoma Press, 1954. First Kansas Heritage Center, 1989 (revised 2000). published in 1844, it remains the standard An activity book for students and teachers but of account of Trail life by a participant. The basic value to anyone interested in the Trail. source for the Santa Fe Trail.

Wadsworth, Ginger, Along the Santa Fe Trail. Hyslop, Stephen G., Bound for Santa Fe, The Morton Grove Illinois; Albert Whitman and Road to New Mexico and the American Conquest, Company, 1993. This is a beautifully illustrated 1806-1848. Norman: University of Oklahoma and highly readable adaptation of Marian Press, 2002. This very well written account is the Russell’s own story, using as much of her words latest survey of the Santa Fe Trail. as possible. Lavender, David., Bent’s Fort. Lincoln: University Yoder, Walter, The Santa Fe Trail Activity Book. of Nebraska Press, 1972. A fine survey of not Santa Fe; Sunstone Press, 1994. This book only the fort, but also related activities in the includes games, puzzles and art activities to help Southwest and along the Trail. students explore the exciting history of the Santa Fe Trail. Murphy, Dan and Bruce Hucko, Santa Fe Trail, Voyage of Discovery, The Story Behind the Scenery. Books for Adults Las Vegas: KC Publications, 1994. A recent survey of the sites along the trail with beautiful Brown, William E., The Santa Fe Trail: National color photos. Park Service 1963 Historic Sites Survey. St. Louis: Patrice Press, 1988. Good basic history of the Russell, Marian, Land of Enchantment, Memoirs Trail and a survey of the sites along the Trail. along the Santa Fe Trail. Albuquerque: University of New Mexico Press, 1981. Highly readable Drumm, Stella, ed., Down the Santa Fe Trail account as a young girl and Army Officer’s wife and into New Mexico: The Diary of Susan Shelby on the Trail. Magoffin. Lincoln: University of Nebraska Press, 1982). A classic of the trail written by an Simmons, Marc, Following the Santa Fe Trail. 18-year-old newlywed. Santa Fe: Ancient City Press, 1984. A guide to the Trail written by the acknowledged expert on Franzwa, Gregory M., Maps of the Santa Fe Trail. the Santa Fe Trail. St. Louis: Patrice Press, 1988. Modern county road maps with the Trail route marked on them. Simmons, Marc, Millie Cooper’s Ride, A True Gardner, Mark, Santa Fe Trail. Tucson: Story from History. Albuquerque: University of Southwest Parks and Monuments Association, New Mexico Press, 2002. When settlers at Fort 1993. Color photos enhance this brief overview Cooper, Missouri, are besieged by a coalition of of the Trail. Indian nations allied with the British, twelve- year-old Millie volunteers to ride to nearby Fort Hempstead for reinforcements.

39 Bibliography—Railroads

Children’s Books aspect of railroads from history to technological mechanisms, this is a comprehensive overview Fisher, Leonard Everett. Tracks Across America; for anyone interested in trains. The Story of the American Railroad 1825– 1900. New York: Holiday House, 1992. Athearn, Robert, Union Pacific Country.L incoln, A comprehensive history, including a rich NE: University of Nebraska Press, 1971. This photography, of the building of the railroad. book traces the story of the development of the Railroad from the view of ordinary people and Macdonald, Fiona and John James. A 19thC public perceptions of the railroad. Railway Station. New York; Peter Bedrick Books, 1990. Though highlighting east coast Athearn, Robert, The Denver & Rio Grande stations, this book provides a nice overview with Western Railroad. Lincoln: University of illustrations and vocabulary. Nebraska Press, 1977. This book focuses on the history of the Denver and Rio Grade Railroad Simon, Seymour. Seymour Simon’s Book of Trains. including 12 maps and 55 Signapore; Harper Collins Publishers, 2002. This illustrations. book features exciting photographs of different trains (steam, diesel, electric) as it talks clearly Bryant, Keith, History of about the mechanisms and uses of railways. the Atchison, Topeka, and Santa Fe Railway. Lincoln: Westcott, Nadine Bernard. I’ve Been Working University of Nebraska on the Railroad. New York; Hyperion Books for Press, 1992. Presents a Children, 1996. A lively illustrated rendition of comprehensive account of the classic American song – with sheet music in the history of the railroad. the back. Campbell, Suzan, Books for Adults Sandra D’Emilio and James Wesley, Visions & Ambrose, Stephen, Nothing Like It in the World: Visionaries, the Art and the Men who Built the Transcontinental Railroad, Artists of the Santa Fe 1863 -1869. New York: Simon and Schuster, Railway. Ogden, : 2000. Presents a history of the railroad with a Gibbs Smith Publishers, focus on the people who actually laid the tracks. 1992. Provides an overview of art intended to Armstrong, John, The Railroad-What it is promote the Southwest as and What it Does. Omaha, NE: Simmons- a tourist destination at the Boardman Company, 1978. Covering every turn of the 20th Century. 40 Conard, Howard L., “Uncle Dick” Wootton. Myrick, David F. New Mexico Railroads. First published in 1890, republished Kessinger Albuquerque: UNM Press, 1990. Publishing, LLC, 2006. This memoir traces the A survey of New Mexico’s railroading history, many professions (scout, hunter, trapper, trader, loaded with photos and information about freighter, and rancher) and profound changes to famous and not so famous lines. the landscape that he witnessed in his lifetime. Dorman , R.L., Chama/Cumbres, with a Little Chili. Santa Fe, NM: R D Publications, 1993. First published in 1988 and reissued in 2006 in a limited run, this book from R.D. Publications covers the Denver & Rio Grande Western line from Chama, New Mexico, to Antonito, Colorado

Dye, Victoria E., All Aboard for Santa Fe: Railway Promotion of the Southwest 1890s to the 1930s. Albuquerque: University of New Mexico Press, 2007. This source examines the stimulation and growth of tourism in the region.

41 Websites and Other Resources for Teachers www.aar.org Trail features photographs, maps and a brief Website of the Association of American history of the trail. Railroads has information about safety, environmental impacts and other resources www.oli.org about America’s freight railroads. The website of Operation Lifesaver is dedicated www.amtrak.com to rail safety education. The website for Amtrak features schedules, www.palaceofthegovernors.org routes and travel information. The Palace of the Governors is an incredible www.bnsf.com resource with exhibitions, educational materials, programs and a collection that document the This website includes some history and quick history of the state. The Palace of the Governors facts about the company and other railroad website also links to the Photo Archives and the operations. Fray Angelico Chavez History Library. http://maps.google.com www.santafetrail.org This on-line resource provides an accessible The official website of the Santa Fe Trail way to investigate maps of the region (and the Organization showcases programs, state world). chapters, historical information and links to other resources. www.museumeducation.org The New Mexico Department of Cultural Affairs www.trains.com/trn Statewide Outreach brings the resources of state The website ofT rains magazine, serving Industry museums and monuments to the public, with a leaders since 2004. focus on rural and underserved communities. www.up.com www.nmhistorymuseum.org Union Pacific Railroad’s website has information The New Mexico History Museum is a about the line and company as well as its tremendous resource. Exhibits highlight the rich environmental management program. history of the people, communities, environment and resources in the region. www.vanofenchantment.org http://www.nps.gov/archive/safe/fnl-sft/ The Van of Enchantment Web site features webvc/vchome2.htm information about the exhibition on board and additional resources and activities for students, The website of the Santa Fe National Historic teachers and the general public. 42 Van of Enchantment— Riding the Rails; Traveling the Trails Curriculum Evaluation

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Thank you for taking the time to evaluate our materials. Please return this to Van of Enchantment 725 Camino Lejo, Santa Fe, NM 87505. This form also is available at www.vanofenchantment.org

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Email: Phone: AdditionAl fonts History red: History gold: serifs: Adobe Garamond family and 27c 100m 100y 27k 2c 13m 65y 0k Adobe Garamond small Caps & oldstyle figures sans serifs: formata family